Year: 2013
Type: dissertation
Abstract: Preschool years are significantly important for students in urban districts. Early childhood helps set the foundation for learning about school culture. Students who are able to connect their home environment to the school environment tend to do better in their academic setting. Fostering a pedagogy that is culturally sensitive to students is a teaching stance that enables success with curriculum and addresses the inequities that accompany low socioeconomic students. The purpose of this qualitative case study is to explore four urban teachers' formal understanding of culturally responsive pedagogy within an urban preschool. The teachers' espoused and enacted practice formulated the content of professional development workshops to help transform their current pedagogy.
Author: Denise Jones
Institution: Rowan University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2307487158